Publication: The implementation of Quizizz in the EFL classroom; a comparative study on motivation and academic performance
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2022-07-15
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Motivation is often regarded as an essential factor within the learning process as well as a driver of academic performance. However, Language Schools in Spain have been suffering an acute lack of motivation on the part of the learners, reflected in their dwindling enrollment rates throughout the last five years. Therefore, this dissertation purports to explore whether the use of the gamified web-app Quizizz inside the EFL classroom will increase adult learners’ motivation and subsequently, enhance their academic achievement. In order to prove the aforementioned hypothesis, a comparative study has been performed contrasting two groups from a Language School in Comunidad de Madrid, with the same language ability (B2.2), using one of them as the control group and the other as the experimental group. Thus, the use of Quizizz was only implemented in the latter, while it was substituted in the control group by non-digitalized resources. A mixed methodology (quantitative and qualitative) has been employed, with initial and final tests measuring motivation and a constant record of academic performance provided by the quizzes undertaken in every session as well as a written exam. The obtained results prove that Quizizz-exposed students increased their motivational levels and their self-perception more than the other group, yet they remain rather unconclusive regarding academic performance. Either way, a slight improvement was perceived in the grades of the experimental group in comparison to the control group, which remained relatively unvaried.
La motivación es a menudo señalada como un factor esencial en el proceso de aprendizaje, así como un impulso para la mejora del rendimiento académico. No obstante, la Escuelas Oficiales de Idiomas en España han estado acusando una grave falta de motivación por parte de los alumnos, que se ve reflejada en las menguantes ratios de matriculación de los últimos cinco años. Por tanto, este trabajo de fin de máster se propone explorar si el uso de la app-web gamificada Quizizz dentro de la clase de inglés como idioma extranjero (EFL) mejorará la motivación de los estudiantes adultos y, por consiguiente, elevará su rendimiento académico. Con el fin de probar tal hipótesis, se ha realizado un estudio comparativo contrastando dos clases de una EOI de la Comunidad de Madrid con el mismo nivel de inglés (B2.2) tomando una de las clases como grupo de control y otra como grupo experimental. Así pues, la manipulación de Quizizz fue implementada solamente con este último grupo, mientras que en el anterior se sustituyó por recursos no digitalizados. Se ha empleado una metodología mixta (cuantitativa y cualitativa), con pruebas iniciales y finales relativas a la motivación y una evaluación constante del rendimiento académico mediante los cuestionarios implementados en todas las sesiones, así como un examen escrito. Los resultados sí prueban que los estudiantes que usaron Quizizz aumentaron sus niveles motivacionales y su autopercepción más que el grupo de control, pero son poco concluyentes en cuanto al rendimiento académico; no obstante, se registró cierta mejoría en las notas del grupo experimental en comparación con la relativa uniformidad del grupo de control.
La motivación es a menudo señalada como un factor esencial en el proceso de aprendizaje, así como un impulso para la mejora del rendimiento académico. No obstante, la Escuelas Oficiales de Idiomas en España han estado acusando una grave falta de motivación por parte de los alumnos, que se ve reflejada en las menguantes ratios de matriculación de los últimos cinco años. Por tanto, este trabajo de fin de máster se propone explorar si el uso de la app-web gamificada Quizizz dentro de la clase de inglés como idioma extranjero (EFL) mejorará la motivación de los estudiantes adultos y, por consiguiente, elevará su rendimiento académico. Con el fin de probar tal hipótesis, se ha realizado un estudio comparativo contrastando dos clases de una EOI de la Comunidad de Madrid con el mismo nivel de inglés (B2.2) tomando una de las clases como grupo de control y otra como grupo experimental. Así pues, la manipulación de Quizizz fue implementada solamente con este último grupo, mientras que en el anterior se sustituyó por recursos no digitalizados. Se ha empleado una metodología mixta (cuantitativa y cualitativa), con pruebas iniciales y finales relativas a la motivación y una evaluación constante del rendimiento académico mediante los cuestionarios implementados en todas las sesiones, así como un examen escrito. Los resultados sí prueban que los estudiantes que usaron Quizizz aumentaron sus niveles motivacionales y su autopercepción más que el grupo de control, pero son poco concluyentes en cuanto al rendimiento académico; no obstante, se registró cierta mejoría en las notas del grupo experimental en comparación con la relativa uniformidad del grupo de control.
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